Dissertations / Theses on the topic 'Primary language comprehension difficulties'
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Wong, Gunter, and 黃冠德. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31473672.
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Wong, Gunter. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31473672.
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Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.
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The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.
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Reraki, Maria. "Dyslexia friendly practices in Greek primary EFL classrooms." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/dyslexia-friendly-practices-in-greek-primary-efl-classrooms(d99785df-6923-4f60-b7b6-dfbf5da43e63).html.
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Three EFL classrooms in primary schools in Greece were introduced to dyslexia friendly practices so as to explore whether dyslexic pupils’ inclusion was enhanced. The aim of this study was to investigate the impact of the dyslexia friendly practices on dyslexic and non-dyslexic EFL pupils’ performance and motivation. EFL teachers’ experiences of the introduction of the dyslexia friendly practices were also explored. Classroom observations, focus groups and teacher and pupil interviews before and during the introduction of the dyslexia friendly practices were conducted. A personal research diary was kept throughout the whole study. It was shown that, the dyslexia friendly practices enhanced dyslexic EFL pupils’ participation in classroom activities and increased their motivation towards learning English. However, less visible changes were shown in their performance. In contrast to the dyslexic EFL pupils, most of their non-dyslexic peers showed improvements in both their motivation and performance. All three EFL teachers experienced positively the introduction of the dyslexia friendly practices while the need for more training on dyslexia was highlighted. These findings indicate that the dyslexia friendly practices enhance inclusion for dyslexic pupils in foreign language education and have positive effects on all classroom pupils and the teachers’ practice. This study contributes to the field of language teaching for dyslexic pupils and suggests a need for more studies on dyslexia support in foreign, second and additional language learning contexts.
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De, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-01222007-092234.
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Thorne, Carol. "Language and behaviour : interactions with young children in a school for social, emotional and behavioural difficulties." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/496/.
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This is an ethnographic study exploring interactions between adults and children within the Early Years Department of a primary school for children described as having social emotional and behavioural difficulties. The study is based on an interpretation of the children’s needs which recognises that there may be mismatches between child and adult perceptions of the environment within which they operate. This interpretation arises from an awareness that each child’s unique constellation of difficulties relate to core skills, including language and communication. Video observation was used to record interactions between children and adults. Linguistic ethnographic analysis was used to interrogate the resultant data. These data showed evidence of collaborative problem solving techniques which built on Post-Vygotskian concepts of learning. The identified patterns of language and communication brought about the notion of behaviour supportive learning; that is symmetry in interaction which contributes to children’s ability to evolve situation appropriate behaviour. Similarities between behaviour supportive learning and dialogic teaching are observed.
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Wong, Kit-mei. "Investigating the effectiveness of direct instruction of guessing from context for improving English as a second language primary students' word-attack skills." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567703X.
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Zhou, Ying. "IELTS Preparation Courses in China : the Reading Comprehension Task." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8277.
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More and more private language schools provide IELTS preparation courses for candidates who want to sit the test for admission to undergraduate and postgraduate courses in English-speaking countries. This essay investigates whether the IELTS preparation course in a language school in China offers an adequate preparation for candidates. The study focuses on one preparation course for the IELTS reading test (other modules are beyond the scope of the present study). A questionnaire and interview questions concerning both the IELTS reading test and the preparation course were given to 20 candidates and two teachers by e-mail.This study first analyzed the reading skills tested in the IELTS reading test and discussed possible test difficulties. It then investigated the IELTS reading preparation course by means of candidate feedback on course expectations, course structure, teaching materials and teaching methods. The feedback shows that the course fulfilled the candidates’ expectations, i.e. it taught them useful test-taking techniques and reading skills. The teachers’ responses indicate that the course achieved its objective to familiarize candidates with the IELTS reading test. The study results demonstrate that the preparation course is test-based, teaching candidates IELTS test-taking strategies, which effectively prepare candidates for the IELTS test. Candidates and teachers also offered suggestions for future course improvement.
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Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.
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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
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Martin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.
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The purpose of this project is to examine the reading program of a cooperative learning centers classroom and the theories that support the benefits of cooperative learning centers within the context of a literacy program in a first grade classroom.
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Arredondo-Montoya, Celina Lynn. "Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/999.
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This research project explores the relationship between the use of culturally sensitive reading material and reading comprehension among Spanish-speaking language minority students of elementary school age. Text includes Spanish and English transcriptions of stories.
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Nash, Marion Marie. "The LAMP language and communication screen used to support teachers to identify speech, language, and communication difficulties in four primary schools in varied social contexts." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15640.
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The research described here was inspired by a national review which concluded that too many children come into our primary schools with unmet speech and language needs (Bercow, 2008). Teachers are in a position to identify language difficulties but many have expressed uncertainty regarding their role in this process. I believed that the LAMP (Linguistic Assessment for Mapped Provision) screen for language and communication which I had developed would help teachers to identify language concerns and would also increase their professional confidence in this complex area. I had developed the LAMP screening instrument and piloted it over a 2 year period prior to this study. It is employed here as a universal screen that is used in a whole school approach in order to enable teachers to identify language need. The use of the LAMP as a universal screen applied to all the children in a school lessened the likelihood of preconceived notions impacting upon teacher’s perceptions of need in the classroom. The LAMP data allowed schools to track the progress of individual children within a class and whole school context. Teachers need to be aware of any pre-conceptions they may have in relation to the performance of children from different socio economic circumstances. The hypothesis that poverty continues to provide the weightiest detrimental effects upon children’s language development was examined and within the parameters of this study was found to be contestable. Study design: A systematic survey was conducted over 4 Primary schools using the LAMP. Rich picture data was accessed from teacher questionnaires and focus groups involving participants from the schools in the study. The repeated measures design provided information on what teachers had learned in the period of reflection between the screenings. The use of a mixed methods repeated measures design helped me to understand what was difficult for teachers and what the teachers felt would help them. The 4 schools in the study were chosen to reflect varied social contexts in order to explore any impacts of SES on the results. Analysis of data: In a repeated measures design, a LAMP screen was completed for every child across the 4 schools by their teachers in February and then June in one school year. Results of screening were analysed and compared on a range of variables using SPSS. Questionnaires were used to collect teacher perceptions before and after using the LAMP screen. Focus groups were held in the schools at the end of the study to add more information on how helpful teachers felt the process had been in raising their awareness, confidence, and skills in the identification of SLCN. Findings: The main trend observed was a decrease in levels of teacher concern related to children’s speech and language needs from the first to second screening survey. Differences were found at a statistically significant level on a range of variables. The expected differences between high and low socio-economic status (SES) schools were not found. Teachers reported increases in their awareness, confidence, and skill in identifying children’s speech language and communication concerns by the end of the study. Some changes to classroom practice were reported. Conclusions: I propose that use of the LAMP screen increased teacher awareness of the nature of language difficulty and that this heightened awareness was a key variable in the observed changes to language concern scores. The LAMP screening process was seen by schools’ staff to have had a positive effect on teacher’s skills and to be relatively easily assimilated into the school system. However some participants identified a number of challenges relating to time constraints and maintaining the use of LAMP as high profile in the context of competing time demands in their schools. It is suggested that EP services would be in a position to support schools to implement and embed the LAMP screening model as part of their Service provision. It is also proposed that economic deprivation or disadvantage did not appear to be the only important factor to consider when making funding decisions intended to support children’s linguistic competency in schools.
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Lee, Ho-cheung, and 李浩翔. "Enhancing L2 reading comprehension : explicit instruction approach to teach inferencing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196055.
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In the domain of second language reading instruction, the teaching of inferencing to young L2 students seems to be a less explored area. The present study aims to investigate the extent to which the explicit instruction approach could enhance my ESL students' inferencing skills in English reading comprehension. It explores the relevance of teaching inferencing to my students, how they drew inferences in English before intervention and how they benefited from the intervention.
I used an action research approach to study the effectiveness of my teaching of inferencing to my Primary Six ESL students in Hong Kong over a one-year period. I conducted this project following a two-cycle action research pattern within a seven-step framework. I implemented the project in three phases: Pre-intervention Phase, Intervention Phase One and Intervention Phase Two. Pre-intervention Phase involved baseline studies and think-aloud studies, whilst the intervention phases involved two cycles of teaching and a post-intervention think-aloud study. I used the data from the Pre-intervention Phase for designing the teaching content of the intervention phases. Data sources of this project included the students’ think-aloud protocols, the students’ work, lesson recordings, entries in my reflective journal, and my colleagues’ lesson observation feedback. I focused on the growth of the students’ learning and the effectiveness of the explicit instruction approach when analyzing the data.
Findings from the Pre-intervention Phase suggested that the participants needed improvements in L2 inferencing and they were particularly weaker in the awareness of textual cohesion and coherence in informational texts. This had the immediate pedagogical implications that for initiating a reading programme in my school context, I should consider placing inferencing at a higher position; I should adopt different text types when teaching inferencing; and I should design and adopt higher-order thinking tasks more frequently when teaching reading to my students.
Findings from Intervention Phase One and Two showed the students’ gradual growth in their inferencing abilities and their understanding of this reading skill. They became more confident in producing inferences while reading in English and showed an understanding of the importance of this skill to reading. Results from the post-intervention think-aloud study showed an increase in terms of the participants’ production of inferencing instances, the variety of inferencing applied by them, and their sense of textual cohesion and coherence. I estimated that the use of the explicit instruction approach had benefited the participants in general despite the fact that their internalization of inferencing was not evident.
This study is significant in that it examines how inferencing could be explicitly taught to young ESL students to enhance their English reading competence. It also contributes to the theoretical understanding of inferencing in the teaching and learning of reading in L2. Based on the findings of this action research project, I derived and proposed a set of pedagogical principles for ESL inferencing instructions, pointing to the importance of explicitness in lessons, clarity of lesson outline, using students’ responses, text choice, and curriculum planning.
I suggest that front-line L2 teachers make inferencing and other reading skills an important component in their language programmes. Future researchers should explore further on the use of the explicit instruction approach to teach other reading skills to young L2 learners and a wider range of materials to teach inferencing should be used.published_or_final_version
Education
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Doctor of Education
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Souter, Colin W. "Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17184.
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Bibliography: pages 78-90.There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.
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Vera, Savić. "READING DIFFICULTIES IN ENGLISHAS A FOREIGN LANGUAGE (Teškoće u čitanju na engleskom kao stranom jeziku)." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100093&source=NDLTD&language=en.
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Predmet ove doktorske disertacije bio je da seispitaju teškoće u čitanju na engleskom kao stranomjeziku kod učenika mlađeg uzrasta u osnovnimškolama u Srbiji. Od 2003. godine, kada je engleskijezik uveden kao obavezni predmet od prvog razredaosnovne škole, nije bilo nacionalnih istraživanja uvezi sa ranim razvojem veštine čitanja. Poštoteškoće u čitanju mogu negativno uticati nasamopouzdanje učenika, njihovu motivaciju istavove, kao i na akademska i profesionalnadostignuća, neophodno je efikasno delovanje u ciljusprečavanja teškoća u čitanju. Prvi korak u tompravcu predstavlja ispitivanje faktora koji moguimati nepovoljan uticaj na razvoj veštine čitanja.U istraživanju je učestvovalo 502 ispitanikauzrasta od 11 godina, koji su pohađali šest osnovnihškola u pet geografski udaljenih gradova Srbije.Primenjena je kombinovana metoda upotrebomosam instrumenata za prikupljanje kvantitativnih ikvalitativnih podataka. Kvantitativni podaci sudobijeni korišćenjem testa čitanja, upitnika oindividualnim faktorima, upitnika o kontekstualnimfaktorima, upitnika o strategijama, upitnika oteškoćama u čitanju, i intervjua, dok su kvalitativnipodaci dobijeni na osnovu pisanih refleksija učenikai upotrebom intervjua. Rezultati su pokazali dapostoji statistički značajna razlika u rezultatima testačitanja u zavisnosti od individualnih i kontekstualnihfaktora, kao i da teškoće u ranom čitanju naengleskom kao stranom jeziku mogu biti posledicanegativnog uticaja nekih individualnih ikontekstualnih faktora, kao što su nerazvijenelingvističke i strateške kompetencije učenika,negativan transfer veštine čitanja na maternjemjeziku, neadekvatan pristup razvoju veštine čitanja unastavi, i nedovoljno čitanje na stranom jeziku vančasova. Na osnovu rezultata sastavljena jetaksonomija od 25 teškoća u čitanju na engleskomkao stranom jeziku. Ovi rezultati imaju značajneimplikacije za dizajniranje programa ranog čitanja iprograma prevencije teškoća u čitanju, za nastavuranog čitanja, kao i za obrazovanje i stručnousavršavanje nastavnika engleskog jezika.The primary focus of the present research studywas to investigate reading difficulties of young6learners learning English as a foreign language(EFL) in formal school settings in Serbia. Since theintroduction of English as a compulsory schoolsubject from primary Grade One in 2003, there havebeen no research studies in Serbia to verify what canrealistically be achieved in early reading skilldevelopment. As reading difficulties can negativelyaffect learners’ self-esteem, motivation, attitude,confidence, and academic and career prospects, theprevention of reading difficulties has emerged as anissue requiring effective action. The first steptowards successful teaching of early reading isexploration of factors that may have an adverseeffect on learners’ reading skill development.The present research study involved 502learners, aged 11, drawn from six state primaryschools located in five geographically distant regionsof the country. A mixed-method approach wasapplied in the study, and eight instruments were usedto collect both quantitative and qualitative data.Quantitative data was obtained with reading researchtool, individual factors questionnaire, contextualfactors questionnaire, reading strategiesquestionnaire, reading difficulties questionnaire,teacher questionnaire and prompted think-aloudprotocols, while qualitative data was collected withpost-reading reflection protocols and promptedthink-aloud protocols. The results showed that therewas a considerable difference in reading results inrelation to both individual and contextual factors,and that reading difficulties in early EFL readingmay have been the result of adverse effects of someindividual and contextual factors, like poor linguisticand strategic competences of young learners,negative transfer of L1 literacy, inappropriateteaching approach, and insufficient exposure to L2texts. A taxonomy of reading difficulties wascomplied, comprising 25 L2 reading difficulties.These results have significant implications fordesigning EFL reading and prevention programmes,for teaching beginning reading, and for pre-serviceand in-service EFL teacher education and training.
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Wong, Kit-mei, and 黃潔媚. "Investigating the effectiveness of direct instruction of guessing fromcontext for improving English as a second language primary students'word-attack skills." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3567703X.
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Hall, Bernadette. "Investigating lexical understanding : a study of EAL and L1 primary pupils." Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5365.
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The increasing multicultural and multilingual population of the UK has set new challenges for the education system. This study focuses on a particular aspect of this, namely pupils in schools in the city of Leicester who use English as an additional language (EAL). It compares their lexical understanding with that of their monolingual English-speaking peers, when both sets of pupils appeared to have attained the same surface proficiency in reading. This work also investigates teachers' awareness of any lexical comprehension gap that might exist for their EAL pupils. These key issues could not be studied in isolation, so this research was set in a sociocultural framework. This drew together social and cultural strands to give a situational understanding of the target pupils in city schools. It encompassed their teachers' observations and perceptions through a series of thirty interviews undertaken with these practitioners. This was complemented by interviews with ten key management personnel from the Language Support Service undertaken to investigate the objectives of the Service, and how successfully these were implemented in schools. The empirical research of this study was a Vocabulary Test undertaken with one hundred primary school pupils to test the key hypothesis that EAL pupils' lexical understanding was not as comprehensive as that of their L1 peers. Fifty of the pupils used English as an additional language, forming the EAL group of this study, and these were matched with fifty monolingual English-speaking pupils, the L1 group. The results of the Vocabulary Test substantiated this hypothesis for the target lexemes included in the test, and they also substantiated the additional hypothesis that mainstream teachers did not always fully recognise lexical misunderstandings that their EAL pupils might have. The research was classroom-based, and incorporated some principles of action research. A key factor in the action research paradigm has been disseminating the finding to schools and to teachers to effect changes in classroom practice by increasing awareness of lexical difficulties that EAL pupils might have. For this study, the dissemination has taken the form of Vocabulary Workshops for school staff, and these are ongoing at the present time. The workshops are designed to help teachers enhance EAL pupils' understanding of lexis in English and their learning through English.
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Mc, Donagh Sarah Hadley. "Developing automaticity at the component skill levels of letter-sound correspondence, letter combinations, word reading and connected text : an analysis of outcomes for children at risk for reading difficulties in grades two and three /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113018.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 249-258). Also available for download via the World Wide Web; free to University of Oregon users.
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Levlin, Maria. "Lässvårigheter, språklig förmåga och skolresultat i tidiga skolår : en undersökning av 44 elever i årskurs 2 till 3." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96279.
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I skolverkets rapporter framkommer att ca 15-20 % av eleverna inte klarar nationella proven i grundskolan. Varje år går även alltför många elever ut grundskolan utan behörighet till något av de nationella gymnasieprogrammen. Det finns ett behov av mer kunskap om vilka elever som riskerar att inte nå målen för att underlätta tidig identifiering. Läsförmåga och språkförståelse är några av de faktorer som i tidigare studier visat sig påverka utfallet i skolresultat. I den här studien undersöks hur lässvårigheter i tidiga skolår relaterar till språkförståelse, samt hur lässvårigheter och variationer i språkförståelsen påverkar skolresultaten i nationella proven i åk 3. I studien deltog 44 elever med positivt utfall i en screening av läsförståelse, avkodning och stavning i åk 2. Svag läsförståelse i åk 2 innebar en större risk för språkförståelsesvårigheter i åk 3. Elever med enbart avkodnings- eller stavningssvårigheter i åk 2 hade däremot en god språkförståelse i åk 3. Språkförståelsen visade i sin tur signifikanta samband med utfallet i läsförståelse i ämnesprovet i svenska och med 5 av 6 delprov i matematik i nationella proven i åk 3. En viktig implikation blir att inkludera även språkförståelse i arbetet med elever som har läsförståelsesvårigheter. Studiens resultat indikerar att det inte räcker med en bättre avkodningsförmåga för att uppnå en god läsförståelse. Det krävs även insatser för att främja ordförråd, grammatisk kompetens och förståelsestrategier på diskursnivå. En hög andel av eleverna som inte fick godkänt i delproven i svenska respektive matematik i åk 3 var identifierade i screeningen redan i åk 2. Det här indikerar att det är möjligt att använda en screening av läsförmågan i åk 2 för att identifiera vilka elever som riskerar att inte klara läroplanens mål. Samtidigt var det många elever med svag läs- och stavningsförmåga i åk 2 som ändå klarade nationella proven. Den här studiens resultat indikerar att det framförallt är eleverna med läsförståelsesvårigheter som riskerar att inte klara nationella proven, medan eleverna med enbart avkodnings- eller stavningssvårigheter klarar nationella proven betydligt bättre. Det behövs däremot fortsatta longitudinella studier för att klargöra i vilken mån de elever som klarade de nationella proven i åk 3 trots lässvårigheter även kommer att klara nationella prov och läroplanens mål på längre sikt.Every year about 20% of the students in primary and secondary school do not reach the goals of the Swedish National Curriculum. A greater understanding of how reading difficulties relate to oral language skills, and how both reading and oral language skills contribute to educational outcome in the Swedish context is needed to improve early identification and intervention for students at risk of not achieving the goals of the Swedish national curriculum. This dissertation investigates how reading difficulties and oral language comprehension affect educational outcome in the year 3 Swedish national tests, and how reading difficulties in early primary school relate to phonological processing skills and oral language comprehension. The Simple View of Reading model was used to describe the participants’ reading difficulties. All year 2 students (N = 214) in two municipalities participated in an examination of reading comprehension, word-decoding and spelling. Sixty-six students with reading comprehension (z < –0.83), word-decoding skills (z < –0.71) and/or spelling skills (z < –0.58) in the lower end of the normal distribution were identified. Forty-four students agreed to participate in the study. Oral language skills, phonological processing, verbal memory, word-decoding, reading comprehension and non-verbal ability were examined in year 3. Forty-six to 66 per cent of the students with reading comprehension difficulties in year 2 were identified with difficulties in oral language comprehension (z ≤ –1.0) in year 3. None of the students with specific word-decoding difficulties had difficulties in oral language comprehension. Oral language comprehension was significantly correlated to the results in the year 3 Swedish national tests for the two tasks in reading comprehension (p < .01) in Swedish, and with five of six tasks in Mathematics (p < .01 in four tasks and p < .05 in one task). Rapid naming of visual objects also correlated significantly with four out of six tasks in Mathematics (p < .01). Non-verbal ability, word-decoding and reading comprehension in year 3 showed no significant relationship with outcome in the Swedish national tests. This dissertation shows the centrality of oral language comprehension skills for both reading comprehension and outcome in the Swedish national tests, and the importance of considering oral language comprehension both in assessment and in intervention when students show poor reading comprehension skills in early primary school.
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Goff, Deborah, and debannegoff@yahoo co uk. "The relationship between children's reading comprehension, word reading, language skills and memory in a normal sample." La Trobe University. School of Psychological Science, 2004. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060626.103641.
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The current study aimed to develop a model of reading comprehension for children in middle primary school. As part of this overall aim there was a particular focus on the contribution of different types of memory to reading comprehension. The variables selected for consideration were identified from the child and adult literature and were of three types: word reading, language, and memory. The sample comprised 180 primary school children in grades 3-5 recruited from two primary schools. Their ages ranged from 8 years 7 months to 11 years 11 months. The reading comprehension measure was in a multiple-choice format with the text available when answering the questions. The five word reading measures were phonological recoding, orthographic processing, text reading accuracy, text reading speed, and a measure of exposure to print and reading experience. It is recognised that, although exposure to print is closely associated with word reading skills, it is not a direct measure of word reading. The language measures were oral comprehension, receptive vocabulary and receptive grammatical skills. The memory measures included measures of verbal and visuospatial short-term memory, measures of verbal and visuospatial working memory, a measure of the ability to inhibit irrelevant information from working memory and a measure of longer term verbal learning and retrieval. Correlational and hierachical multiple regression analyses were used to extrapolate the relationships between and among these variables.
The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relationship with reading comprehension than the memory variables. The strongest independent predictors of reading comprehension were orthographic processing and oral comprehension. An additive combination of these two variables provided a more parsimonious model of reading comprehension than other models under consideration. It was concluded that for the age range in this study, language and word reading skills are the main predictors of reading comprehension and that the different types of memory do not make major contributions to reading comprehension.
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Sibanda, Lucy. "A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schools." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006083.
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This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
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Tam, Nguyen Thi Bao, and n/a. "Comprehension difficulties for Vietnamese EFL students in reading English newspapers : an investigation into styles of reporting international news in English and in Vietnamese, reading problems and implications for teaching news reading to Vietnamese EFL students." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.120527.
Full textAbstract:
Foreign language teaching in recent years is very much concerned
with the concepts of authenticity and relevance to students' needs
and interests. Using newspapers in foreign language classes is one
way of working towards the development of an authentic
environment and promoting the language learning process.
For EFL students in the Institute of International Relations (IIR)
newspapers are not simply an important source of learning
material, but an important source of information.
Vietnamese EFL students who learn to read English newspapers,
however, constantly encounter difficulties in comprehension.
This study report attempts to identify the common areas of
comprehension difficulty for Vietnamese learners, when confronted
with newspapers.
To achieve this aim, the study first reviews schema theory in order
to establish the factors which affect the reading process. It also
examines studies on news reporting style in English.
Attempts have also been made in the contrastive study of the
differences in reporting styles of international news in English and
Vietnamese to investigate what might cause difficulties for
Vietnamese readers.
Accordingly, the study considers implications for teaching
newspaper reading to Vietnamese EFL students at intermediate
level, who have not practised this before.
Finally, the study also suggests further areas of research in using
newspapers in a foreign language class.
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Lind, Tanja. "Klarspråk i beslutsbrev : En receptionsstudie av hur läsare med respektive utan läs- och skrivsvårigheter förstår och upplever två versioner av ett bygglovsbeslut." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67998.
Full textAbstract:
This case study uses a reading comprehension test and interviews to investigate how readers with and readers without reading or writing difficulties understand and perceive a decision on building permission in two versions: an original version and a version revised in accordance with the recommendations in a guide to plain language, Klarspråkstestet för beslut. The aim is to contribute to usage guidance on adjusting texts for people with reading and writing difficulties and to study how comprehension and perception differ between those who have reading and writing difficulties and a control group. The study includes twelve participants, half of them with reading and writing difficulties. The theoretical framework of the study is plain language based on adequate simplifications and explanations for the intended recipient. The result shows that there were differences between the groups’ mean scores on comprehension questions when they have read the decision in the original form, but there were no longer any differences between the groups when they had read the version in plain language. Just two people answered all the questions on the reading comprehension test correctly. One of the reasons for this may be that decisions on building permission are a type of decision that can be difficult to understand. Revising such decisions in accordance with the recommendations of the Swedish Language Council can facilitate reading comprehension, but does not automatically mean that the content is correctly understood or that the decision is perceived as being sufficiently adapted to the reader’s perspective. The result of the reading perception test shows that most participants were more positively disposed towards the plain language version of the decision. Another result is that there is a tendency for the last text the informants read to be perceived as better. All the informants’ responses to the questions on perception show that they want to find answers to their questions early in the text. The participants with reading and writing difficulties think that the technical terms should be explained in detail, while the informants without reading and writing difficulties think that these words are sufficiently well explained. The viewpoints expressed about the content show that the informants have different reading goals.
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Valtersson, Lisa. "How adult migrant students learn maths. : Adult students understanding and engaging with maths." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123476.
Full textAbstract:
The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.
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Chayarathee, Sutaporn. "Reading comprehension, and attitude and behaviour, of students taught ESL by cooperative learning in Prathom (Grade)6 classrooms in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1329.
Full textAbstract:
A system-wide educational change has been implemented in primary, secondary and tertiary education in Thailand. One major aspect of the change was the requirement for all students from grade I onwards to study English as a second language (ESL). The change requires new methods of teaching and learning, such as cooperative learning, to be introduced in Thai ESL classrooms. This study aims to determine if cooperative learning improves English reading comprehension, and attitude and behaviour to learning ESL, compared to a Thai communicative methodology. The study was conducted in three phases. Phase 1 involved creating a linear scale of English reading comprehension and, separately, a joint scale of attitude and behaviour. Phase 2 involved an experiment group taught by cooperative learning and a control group taught by a Thai communicative group method. Phase 3 involved the trainee teachers keeping journal records of their attitude and behaviour towards cooperative learning. Reading comprehension was measured in three aspects: understanding the main facts, sequencing the order of ideas, and understanding the meaning from pictures. Data from 300 Prathom (grade) 6 students were analysed with a Rasch computer program to create a linear scale with 28 items from an initial group of 60 items. The data were shown to be valid and reliable, and to support the model behind the reading comprehension questions. Attitude and behaviour towards the ESL classroom were measured on the same scale from two aspects: teaching and learning activities, and classroom interaction tasks. Data from 300 Prathom 6 students were analysed with a Rasch computer program to create a linear scale with 24 items from an initial group of 60 items. The data were shown to be valid and reliable, and to support the model behind the attitude and behaviour questionnaire. In phase 2 of the study, the experiment involved 96 students from three primary schools in Ratchaburi, Thailand. The students from each school were randomly assigned to an experimental group and a control group. The experimental group was taught by using cooperati.ve• learning and the control group was taught by the Thai communicative method. Great care was taken to ensure that students were treated the same in all respects, except the method of learning, in both the experimental and control groups. Pretest and posttest measures were administered and significant differences tested using ANOV A (SPSS). The four main findings from the experiment (phase 2) were that: 1. Students improved their English reading comprehension under both the cooperative learning and Thai communicative group methods of teaching; 2. Students improved their English reading comprehension under the cooperative learning method significantly more than under the Thai communicative group method; 3. Students improved their attitude and behaviour towards learning English as a second language under both the cooperative learning and Thai communicative group methods of teaching; and 4. Students improved their attitude and behaviour towards learning English as a second language significantly more under the cooperative learning method than under the Thai communicative group method of teaching. In phase 3, the trainee teachers recommended implementation in teacher training of the results of this study in teaching cooperative learning methods in Thailand. The findings have implications for English teachers, administrators, teacher educators and for future research in Thailand.
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Middleweek, Fiona. "A study of the word reading and comprehension skills of children speaking English as an additional language : exploring the relationship between lexical knowledge and skilled reading." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669718.
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Ngula, Elizabeth Njanjukweni-Aluhe. "The reading of extended text in Oshindonga in grade 2 in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003603.
Full textAbstract:
This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
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Keene, Nancy L. "A Research Study of the Effect of Instruction in the Basal Reader Supplemented by the Language Experience Approach on Comprehension Scores of First Grade Readers." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/303.
Full textAbstract:
The purpose of this study was to determine whether children enrolled in two first grade classes who did not meet the criterion score for one or more of the seven subtests on a selected readiness test given during the first two weeks of the school year would make higher scores on selected comprehension measures when instruction in a basal reading series is supplemented with instruction in the language experience approach than children who receive instruction only in basal reader materials. Language experience activities were conducted with all reading groups in the experimental class for three days every two weeks. Group experience stories and word bank activities were not done with the control group which used only basal materials.
A factorial analysis of variance model was selected to analyze the data on the Gates-MacGinitie Reading Test on the main effects of type of instruction, sex, and classification of students. No significant difference at the .05 level was found for the null hypotheses tested; however, a slight non-significant difference was found in the mean scores of the target children in both classes with the language experience group having an 80% higher mean score than the control group.
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Koppe, Rosemarie. "Aboriginal student reading progress under targeted intervention." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36652/1/36652_Digitised%20Thesis.pdf.
Full textAbstract:
Urban Aboriginal students often come to school with a different set of cultural and
language learnings than those of their non- indigenous peers. These differences can
pose major barriers for the primary- aged Aboriginal student trying to access the
curriculum which is based on Standard Australian English (SAE). Aboriginal students
often come to school speaking a recognised dialect of English, Aboriginal English
(AE) which has its own grammatical, phonological, pragmatic and socio- cultural
standards which at times are quite different from those of classroom language
interactions. The mismatch between the language of the home (AE) and the language
of the classroom (SAE) can have dramatic effects on the literacy learning of
Aboriginal students and hence their ability to effectively read in Standard Australian
English.
This study aims to explore the question of whether changes would be evident in urban
Aboriginal students (who speak Standard Australian English as a second dialect),
following a targeted reading intervention program. This reading intervention program,
called an "Integrated Approach" combined existing strategies in reading and second
language I second dialect teaching and learning, with cultural understandings, in a
methodology aimed at improving the reading ability of the participating Aboriginal
students. The students who were the 5 case studies were part of a larger cohort of
students within a wider study. Students were drawn from primary schools in urban
localities within the Catholic Archdiocese of Brisbane in Queensland, Australia.
Qualitative data collection procedures were used to observe the 5 case study students
over a period of 6 months and quantitative measures were also utilised to support this
data for the purposes of triangulation. Both data collection sources for the case studies
and the wider study showed that the reading intervention program did have significant
effect on reading accuracy, reading comprehension and the affective area of learning.
The study revealed that by using the teaching I learning strategies described in the
intervention program, combined with socio-cultural understandings which include
respect for the students' home language and an understanding of the effects of
learning English as a Second Dialect (SESD), educators can assist Aboriginal students
m improving their abilities to read in SAE. Other positive effects on students'
behaviours during the intervention program which were recorded during the study
included: an improved attitude to reading; a new willingness and confidence in
reading; an improved willingness to participate in language activities both in tutorial
sessions and back in the classroom; improved use of decoding skills and an improved
control over SAE grammatical structures in writing tasks.
This study emphasises the need for educators to work ardently at increasing their own
understanding of how best to assist Aboriginal students in becoming competent
literacy learners in SAE. Closing the gap created by the mismatch between home and
school language can only be achieved by educators exploring eclectic pedagogical
options and valuing the Aboriginal student's home language as a vital learning tool in
gaining this competence in SAE literacies.
KEYWORDS
Australian Aborigines; Aboriginal; urban Aborigines; Primary- aged students;
Standard Australian English; English as a Second Language; Standard English as a
Second Dialect; Aboriginal English; Standard Australian English; home language;
socio- cultural; culture; language; oral language; oral culture; prior knowledge;
literacy; reading; reading comprehension; reading strategies; modelling reading;
literature; learning styles; mechanics of reading; code switching; standardised
assessment.
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Meier, Lori T., Karin Keith, and Edward J. Dwyer. "We the People: Elementary Pre-Service Teachers and Constitutional Readability." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/981.
Full textAbstract:
In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
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Shaw, Whitney Nicole. "Listening comprehension difficulties in children with co-occurring language impairment and ADHD." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3122.
Full textAbstract:
The purpose of this report is to explore whether listening comprehension difficulties are due to receptive language impairment or attention deficits in school-age children. This evidence-based practice brief analyzes research within this population and gives suggestions on clinical implications for practicing speech-language pathologists related to intervention. Results show that listening comprehension is impaired in children whether or not they have co-occurring language impairment. However, ADHD does not further impair a child with a language disorder. Intervention for this population should focus on increasing the child’s understanding of causal connections, making inferences, and effective ways to study.text
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朱秀梅. "The Effects of Robust Vocabulary Instruction to Improve the Performance of Reading Comprehension for Primary School Students with Reading Difficulties." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bdarts.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩博士班
106
本研究之主要目的在探討強韌詞彙教學對提升國小閱讀困難學生閱讀理解表現之成效，採用單一個案研究法的跨參與者多試探設計。研究對象為二位國小閱讀困難學生，自變項為強韌詞彙教學，依變項為閱讀理解表現之立即成效與維持成效，包括研究參與者於文本記憶理解、直接推論理解、間接推論理解與閱讀理解測驗之表現。介入過程包括基線期、介入期與維持期，並利用目視分析法與迴歸效果量分析等方式分析所蒐集資料。得到研究結果如下： 1. 強韌詞彙教學對國小閱讀困難學生，在「文本記憶理解」測驗之表現，具有立即成效與維持成效。 2. 強韌詞彙教學對國小閱讀困難學生，在「直接推論理解」測驗之表現，具有立即成效與維持成效。 3. 強韌詞彙教學對國小閱讀困難學生，在「間接推論理解」測驗之表現，具有立即成效，不具維持成效。 4. 強韌詞彙教學對國小閱讀困難學生，在「閱讀理解」測驗之表現，具有立即成效與維持成效。 本研究結果對強韌詞彙教學實務具有以下意涵：強韌詞彙教學以設定第二層級目標詞彙，以學生易理解的解釋方式並融入學生生活經驗進行更多元、更活潑、彈性的教學方式，能提升閱讀困難學生閱讀理解表現。
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"Reading in ESP and in general English by Chinese readers : students' comprehension difficulties and implications for classroom teaching." Chinese University of Hong Kong, 1986. http://library.cuhk.edu.hk/record=b5895475.
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Kasimonje, Bahati M. "Impact of aircraft noise and language on primary school learners' reading comprehension in KwaZulu-Natal." Thesis, 2013. http://hdl.handle.net/10539/12601.
Full textAbstract:
Today’s world is a fast developing world, with the transportation sector being one of the fastest developing sectors (Goldschagg, 2007). Through technologies such as an aircraft, one is able to travel across the globe in shorter periods of time. Unfortunately such progress often comes with environmental hazards; one such hazard being environmental noise (Stansfeld et al., 2005). However there has been little attention given to the effects of environmental noise, with much research focusing on aspects such as lead and air pollution on people’s wellbeing (Stansfeld et al., 2005). Yet environmental noise particularly aircraft noise is increasingly becoming an inevitable part of people’s world and has consequences on health, cognitive development and overall quality of life. Consequently this study investigates the impact of aircraft noise on a crucial component of learning (Reading Comprehension). Primary school learners in KwaZulu- Natal (N=834) scores on a test measuring Reading Comprehension (Suffolk Reading Scale2) were compared across a control group and an experimental group. Furthermore because Reading Comprehension involves language acquisition, in addition to investigating the impact of aircraft noise the impact of having English as an additional language on Reading Comprehension was also investigated. Learning in South Africa is predominantly facilitated in English while South Africa has eleven official languages with nine of them being indigenous languages. English for many learners may only be a second or even third language. Significant results were observed for both aircraft noise and language on reading comprehension as well as an interaction effect.
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Hung, Chiu-Lan, and 洪秋蘭. "The assessment and diagnosis of reading comprehension and prior knowledge of junior high school students with language learning difficulties." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/92509883345873552552.
Full textAbstract:
碩士國立高雄師範大學
特殊教育學系
88
The purpose of the study was to develop the reading comprehension test and prior knowledge scale , and to compare the difference in reading comprehension and prior knowledge between the resource class students with language learning difficulties and the regular class students , it also explored the characteristics of resource class students in reading comprehension and prior knowledge . The participants of this study were first-graders in junior high school of Kaohsiung . The subjects were two groups of students: the resource class students (n=55) and the regular class students (n=147). Reading Comprehension Test and Prior Knowledge Scale were used in this study .The data were analyzed through MANOVA, ANOVA, cluster analysis, chi-square test , linear structure model and multiple regression. The results of this study were listed in following five parts : 1.The resource class students’ reading comprehension ability was significantly lower than that of the regular class students by more than 1SD. 2.The resource class students were poorer than the regular class students in prior knowledge , by less than 1 SD. The difference was smaller than the reading comprehension part. 3.Prior knowledge effectively predicted reading ability (R2= .30 ); content knowledge and reading comprehension were highly relevant. 4.Reading comprehension could better predict the academic performance than prior knowledge could , and with both , the function prior knowledge served was lower. Finally , implications and future studies concerning Chinese teaching practice were discussed .
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張淑蘋. "The Study on Word Recognition Ability and Reading Comprehension Ability of the Second-grade students in primary schools with Word Recognition Difficulties." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/48717908013332590557.
Full textAbstract:
碩士國立新竹教育大學
特殊教育學系碩士班
102
The major purposes of the study was to understand and compare the relevant between word recognition ability and reading comprehension for high grade and low grade students in second year of primary school; moreover, the influences of gender is also considered within the study. The study was targeting on second year primary students in Hsinchu County from the 100th academic year, which has 5884 samples. All students participated in a basic elementary literacy and reading abilities screening test and the test score below PR25 were defined as “word recognition difficulties”. According to the rules as mentioned before, screen out of the 5884 samples in order to get 1352 samples. The statistical methods of frequency distributions, importance-performance analysis（IPA）, Pearson Correlation, Structural Equation Modeling were used to analyze the valid data to understand the performance, correlation and predictive power between word recognition and reading comprehension ability. The main findings were as follows: 1.The factors that cause poor word recognition are varied for low graders. On reading ability, they are strong on the semantic comprehension, but poor on summarization. On the other hand, high graders perform well on word recognition. Content comprehension is their strength regarding to reading ability; however, they are weak on summarization. 2.The word recognition difficulties students, regarding to the relationship between word recognition and reading comprehension, “phonetic coding” and “inferential comprehension” were significant correlation. There was significant correlation between “word identification” and “content comprehension” for the high grade word recognition students. 3.There is a predictive power of .64 for word recognition and reading ability for students with word recognition difficulties. However, semantic coding has a better predictive power within word recognition ability. On the other hand, inferential comprehension has a highest predictive power with the reading ability field. 4.The ratio between male and female is 3:2 for students with word recognition difficulties; moreover, female students are better than male students on both word recognition and reading abilities. Furthermore, females have a better understanding on word identification than males. Within the reading comprehension’s ability, females are strong in content comprehension, but males have a better understanding in semantic comprehension. The results of this study provide suggestions for future education and studies that help educator and special education researchers.
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De, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning." Thesis, 2000. http://hdl.handle.net/2263/24451.
Full textAbstract:
Reading is a complex, communicative, integrative and interactive act and one of the most important s kills any learner has to acquire in the formal learning situation. It forms a primary basis for learning. Timeous identification of possible reading difficulties, with the emphasis on enhancing effective initial instruction rather than on providing learning support later, implies that the reading assessment of learners in the Foundation Phase should be regarded as an intrinsic part of the early instruction of reading. Since no formal, locally developed English reading instrument exists for all South African learners in the Foundation Phase, the aim of the research was to develop diagnostic English reading materials for the heterogeneous population of South African learners in Grades 1 to 3 in English schools, to be used by the regular class teacher. In order to design appropriate reading assessment materials, a literature survey was conducted on the latest developments in the theory of reading assessment and test construction. Theory was integrated with praxis and practice, using case studies to illustrate views adopted, resulting in syntheses for the requirements and criteria for the design of the diagnostic reading materials. Two comparable sets of materials in the multiple-choice question format and a user's manual were developed, starting with the recognition of initial letters in words and progressing to complex paragraph reading, with the emphasis always on comprehension. A pilot study was conducted, items were refined and scrutinised by a panel of experts and the materials were experimentally administered to 726 learners at four schools. The responses were coded, the data were captured and statistically computated, and an item analysis and selection, as well as a frequency distribution analysis of errors per error type were conducted. Conclusions were drawn from the findings. <-p> The reading assessment materials were concluded to be practical, valid and reliable. In final form, the materials held the promise of valuable contributions to the understanding of reading development and reading difficulties. Final recommendations were made concerning the final design and the adminis¬tration and use of the materials.Thesis (PhD (Educational Psychology))--University of Pretoria, 2007.
Orthopaedic Surgery
unrestricted
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Mkhabela, Emly Zodwa. "Spelling difficulties in English first additional language learners : a study of grade 3 Isizulu home language learners in a primary school in Johannesburg." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001774.
Full textAbstract:
M.Tech. Applied LanguagesThe aim of this study is to compare the standard of spelling among Grade 3 English First Additional Language learners who speak isiZulu as theirhome language to the requirements of the Curriculum and Assessment Policy Statement (DBE, 2011). The study draws on literature for contextualisation and to determine the CAPS requirements, and uses error analysis of continuous writing samples from learners to determine the variety and frequency of errors made. The list of errors is then studied for evidence of interference from the first language. In the final instance, the study presents the results of semi-structured interviews with Grade 3 EFAL- teachers on what they perceive as their role in spelling instruction, the challenges they encounter and strategies they use for overcoming these challenges
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Zondo, Joseph Thembinkosi. "Difficulties to completing English homework : perspectives of six Grade seven learners from a township school." Thesis, 2014. http://hdl.handle.net/10413/11365.
Full textAbstract:
This small scale case study focused on the difficulties experienced by the six Grade seven learners from a selected township school when they were writing their English homework. Literature suggests a gap in findings on the perspectives of learners.
The study utilized six Grade seven learners who had failed to complete their English homework which they had been given the previous day by their English language educator. The participants had been given a comprehension test on the previous day that they had started in the classroom and they were expected to finish it at home as their homework. Three boys and three girls were chosen from three different Grade seven sections as participants for the study. The data for this study was obtained by the semi structured interviews. The semi structured interviews were informed by drawings which were used by the learners to help them remember some of the things that they might have forgotten if there were no drawings to broaden responses to the questions. These interviews were conducted in a secluded class to avoid disturbances by the other learners. The interviews took place during one week and they were conducted for thirty minutes after school. A tape recorder was used to record the data which was later to be transcribed and analyzed.
This study revealed through its findings that the learners experienced a number of difficulties when they were writing their English homework and as a result they could not finish it. Some of the findings that emerged from this study were amongst others, the lack of space at home to write homework, lack of someone to help with homework, and the house chores that have to be done by the learners when they come back from school.
Findings of this study suggest that as English educators we need to give our learners an opportunity to speak out about some of the challenges or difficulties they experience when they are writing their English homework. Moreover, we need to teach our learners to plan their time properly so that they have enough time to write their homework when they come back from school since there are things that they have to do when they come back from school which cannot take a backseat or be done by their parents like the house chores. Finally, findings in this study suggest the importance of the open lines of communication between the parents the educators. This open line of communication could help close the gap that is between the educators and the parents and it can also help everybody understand what is expected from them
when it comes to the issuing and the monitoring of schoolwork. This may help the educators communicate with the parents about their children’s homework and what is expected from them.M. Ed. University of KwaZulu-Natal, Durban 2014.
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Helps, Alwyn Florence Franken. "Factors contributing to the literacy success of Spanish-speaking kindergarten and first grade children." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362520&T=F.
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Mboacha, Evelyne. "A comparative study of the reading comprehension of english second language learners between urban and rural schools in Limpopo Province." Thesis, 2015. http://hdl.handle.net/10386/1646.
Full textAbstract:
Thesis (M.A. (English Studies)) -- University of Limpopo, 2015.This study explores reading comprehension in rural and urban schools. The study was conducted against the background that it takes five to seven years for second language (L2) learners to become proficient in the English language. Generally, learners in rural schools use the mother tongue as the language of schooling. English is introduced only as a medium of instruction at Grade Four, although this is not often implemented or applied. By contrast, in urban schools the medium of instruction is English from as early as Grade R. As a result of this discrepancy in practice, learners in urban and rural schools have different experiences. This study was conducted to gain more insight into the reading comprehension and reading preferences of learners in both rural and urban schools, especially since there is a mismatch between the language policy on paper and the language realities on the ground. Descriptive statistics and analysis of variance was used to measure differences, determine mean scores and analyse tendencies of preferences. The total mean score for reading comprehension obtained by learners from Grade Four Rural (GFR) was 1.48, whereas the mean score for Grade Four Urban (GFU) was 1.92. From these scores, it is evident that the learners from GFR gave comparatively more wrong answers than their counterparts from GFU. Similarly, the results from the Grade Seven learners showed that there was a significant difference in mean scores (or performance) between Grade Seven Rural (GSR) and Grade Seven Urban (GSU) since the mean score for GSR was 1.37, while that for GSU was 2.24. The English language was preferred by the majority of the learners. The results of the study show that learners lack adequate proficiency in English second language to enable them to use it solely and effectively as a medium of instruction and learning. In addition, a low reading comprehension performance was noted, with the majority of the participants scoring below 50%. Recommendations are provided to improve the reading comprehension and performance of the learners.
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Mulea, Maemu. "The impact of phonemic awareness difficulties on grade three learners performance in English in Musina Municipality Area." Diss., 2016. http://hdl.handle.net/11602/342.
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Horn, Catharina Aletta. "Music as an intervention strategy to address reading difficulties of grade 2 learners." Thesis, 2009. http://hdl.handle.net/10500/4059.
Full textAbstract:
Reading is one of the most important skills (although a complex cognitive
activity) a learner has to master during the early years of schooling. The
reading process involves elements of a learner’s psychological, physical,
linguistic, cognitive, emotional and social worlds. Despite the fact that all
learners have to be able to read, there is an increasing awareness among
professionals of the developmental and educational implications of reading
difficulties with school-going learners world wide.
Reading is a critical tool for the mastery of all other subjects a learner will
meet and one of the best predictors of long-term learning achievement.
Therefore, the need for support must be considered a priority area. After a
thorough investigation and literary study, it is evident that the effective
identification of learning difficulties needs a thorough understanding.
Educators must realise that a given learner, who responds favourably to one
instructional system, may respond very unfavourably to another, because
learners are all unique individuals.
To be able to combine speech sounds in a way that recipients can understand
the message, learners have to be ready to develop an understanding of
phonology, morphology and syntax, therefore maturation must always
precede learning and, in the context of this study, emergent literacy must
precede reading. Maturation is characterised by a fixed order of progression
wherein the pace may vary, but not the sequence. The creative use of
language is entirely dependent on the ability to assemble simple building
blocks of sound into the complex structure we call sentences.It is widely accepted that music may be used to promote language
development and the most crucial aspect in both music and language
development is the perception of sound and the core in music and language
are the ability to listen. The aim of this study was to investigate the use of music and related activities
as part of an intervention strategy to improve reading skills, such as phonics,
of learners who have reading difficulties. The researcher proved that a wellplanned
intervention method and learning strategy through music activities
may be used to develop the reading skills in learners who have reading
difficulties.Educational Studies
D. Ed. (Inclusive Education)
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Britz, Petrea. "'n Taalervaringsbenadering tot leesmotivering in die primêre skoolfases." Thesis, 2014. http://hdl.handle.net/10210/12834.
Full textAbstract:
M.Ed. (Psychology of Education)Two critical problems experienced by significant numbers of children in the junior primary phase of school are, difficulties with reading and the lack of motivation to read. It is important that the reluctant reader receives the necessary help to become an efficient and motivated reader as reading influences many aspects of the child's life besides scholastic achievement, for example self-concept and social interaction. This study consists of a literature survey, the aim of which is to identify strategies and to develop guidelines for the construction of a reading motivation programme for reluctant readers who may also be experiencing reading problems. In an attempt to achieve the above goals use has been made of: 1) the language-experience approach, 2) the incorporation of cognitive and metacognitive strategies. The language-experience approach is a means of teaching children to read by capitalizing on their interests, experiences, and oral language facility. Students dictate stories and accounts based on their experiences; these materials are then used as the basis of the reading programme. This approach has distinct advantages for reluctant readers as it capitalizes on the child's unique experiences: Interest is virtually guaranteed as reading and sharing their own stories boost the morale of children whose previous reading experiences may have been fraught with failure. The aim of teaching metacognitive strategies for reading is to make the pupil aware of himself as a reader so that he realizes that he is in control of the reading process. The reader must become aware of his thought processes during reading: This reflection on personal thought processes is called "metacognition".
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Yu, Li-Fen, and 游麗芬. "A Research of Exploring Experiences and Difficulties of Dialects Supporting Staff who Perform Ming-Nang Language Teaching-An Example of Primary Grades of Elementary Schools in Yunlin County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/08637105881082327429.
Full textAbstract:
碩士國立嘉義大學
幼兒教育學系研究所
94
Abstract The purpose of this study was to explore and interpret experiences and difficulties of dialect supporting staff (DSS) who perform Ming-Nan language teaching in primary grades of elementary schools in Wen –Lin county in Taiwan. It also tried to understand these DSS’s teaching processing and their points of views about the professions of dialect teaching in Ming-Nan Language This was a qualitative research. The data was collected by applying semi-structured interview guide and deep interviews with participants. Several results were found and described as the following: A. DSS’s teaching experiences: a. Teaching motivations and their own life experiences will not directly affect their teaching behaviors. b. Due to their personal life experiences, it could guide a new thinking about mother language teaching. c. Applying games together with teaching is a good strategy to let children enjoy and accept the Ming-Nan language naturally. B. The commentary of Ming-Nan language teaching on the Wen-Ling County was: a. All these Ming-Nan language teachers are all DSS. b. All these DSS need to get their teaching licenses and then were permitted to teach. c. Ming-Nan Language is not the main stream on elementary schools. It is only treated as a make-up education. d. There are not enough conferences and workshops supported by government for these DSSs. They need to join some professional private clubs themselves to gain knowledge. C. Strategies for DSS to prepare for their teaching materials are: a. All the teaching materials could be chosen by DSS themselves. And, all these teaching materials need to share one another to increase effectiveness on teaching. b. The schools were not support enough resources for these DSSls. They also did not know how to ask for help. Therefore, they need to do all by themselves. D.The difficulties that these DSS had were: a. DSS do not feel safety on their jobs. Nobody could guarantee they can teach again for the following school years. They could lose their jobs any time. b. There is lack of environment for children to learn Ming-Nan language. DSS were upset about this. c. Teaching resources were not enough, and some of qualities of these materials were not good enough for children to read. Keywords: dialects supporting staff, Ming-Nan Language teaching, dialect teaching .
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Kubíková, Adéla. "Porozumění textu u žáků mladšího školního věku - hlasité čtení versus poslech." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-386902.
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The main aim of the thesis are the mapping the level of understanding narrative text for student of fifth grade primary school with the typical development of reading skills. The thesis deal with the relationship between listening comprehension and reading comprehension. The thesis is traditionally divided into a theoretical and empirical part. The first part of the thesis prestnts the theoretical background research problems of comprehension the text. Attention is focused mainly on the domain of listening comprehension and reading comprehension, including a summary of the current state of knowledge about the relationship between both skills in foreign and Czech studies, as well as the diagnostics of reading and prerequisites that are reflected on the comprehensions the text. In the practical part are conclusions expected on its own research, which was attended by 40 students taught by the analytic-synthetic metod of reading, are compared with the results of the three year research project GAČR - Reading complrehension - typical development and its risks, where attended 59 students of fifth grade primary school taught by the same reading method. In addition to comprehension level will be monitored by level of basic language skills.
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Chuang, Hsia-Ping, and 莊夏萍. "An Action Research on the Integration of the Electronic Storybooks on Internet into Chinese Language Teaching to Promote Reading Comprehension and Writing Ability of the Third Graders in a Primary School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/58739518669759550231.
Full textAbstract:
碩士國立新竹教育大學
進修部課程與教學碩士班
93
An Action Research on the Integration of the Electronic Storybooks on Internet into Chinese Language Teaching to Promote Reading Comprehension and Writing Ability of the Third Graders in a Primary School Abstract This action research aims to integrate the electronic storybooks on Internet in the Web of Council for Cultural Affairs into Chinese language teaching to promote reading comprehension and writing ability of the third graders in a primary school. A class of 28 third graders in a primary school taught by this researcher will be the subjects of this action research. The researcher and two colleagues will design the integrated teaching materials. Questionnaire investigation, worksheets, observation, interview, the researcher’s/teacher’s reflection journal, and research notes will be used to collect data. This research will end in May, 2005. The main results of this research are as follows: 1.Before teaching, students’ ability of reading, writing and interest are insufficient. 2.It is feasible to use the electronic storybooks on Internet into Chinese language teaching to promote reading and writing ability of the third graders in a primary school. 3.After teaching, the students’ ability of reading, writing and interest makes progress. 4.Personal professional growth of this researcher in the ability to design and implement has been shown. 5. Personal professional growth of this researcher in the ability to teach in more creative and various ways have been shown. 6. Personal professional growth of this researcher in the teaching attitude has been shown. 7. Reflective thinking growth of this researcher in this action has been shown. (1)The Integration of the electronic storybooks on Internet into Chinese language teaching can fully meet the pupil’s studying interests and curiosity. (2) The lesson design should focus on the target and pupils. (3) Teacher’s teaching attitude and information technology will influence the pupil’s results of learning intensely. (4) The teacher shall give a particular instruction and assessment to the students. Finally, based on the findings , suggestions with regard to how to improve primary school Chinese language teaching will be offered. Key words: Electronic Storybooks,Chinese Language, Reading Comprehension, Writing ability,Action research
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CHEN, Jin-Tien, and 陳錦田. "An Action Inquiry about Hakka Language Curriculum and Instruction --From a starting point of ethnic identity and comprehension about a primary school pupil of Taipei county who belonged to Hakka people." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/43317174735780181763.
Full textAbstract:
碩士國立台北師範學院
課程與教學研究所
90
ABSTRACT The major purpose of this study is to explore the curriculum design and instruction of Hakka Language from a viewpoint of ethnic identity and comprehension by way of the cooperative action research. The reseacher and the cooperative teacher drafted program plans of the “Hakka Ethnic Identity Studies”. The studies intergrated through the topic “Hakka Ethnic Identity”. Using a spirialing cycles research approach , each of the program plans was kept a check on bringing into practice, reflected, and evaluated. Also , the researcher and the cooperative teacher discussed the actual effect of the program and resolutions to these problems emerged in the process of implementation. According to this study, the resultsare as follows： 1.The connotation of the Hakka ethnic identity program must be built under the ethnic identity elements , and to combine with Hakka culture resources , appropriately to design the theme of instruction then match up suitable tactic of tuition. 2.The learning model which to link up ethnic identity with Hakka language might obtain essential recognizing and understanding in the learning of ethnic identity. Finally , based on the above results , the suggestions regarding the implementation and the future research of intergrating with Hakka ethnic identity in the Hakka Language Studies are raised.
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Kamlongera, Cecilia Esnath. "An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi." Thesis, 2010. http://hdl.handle.net/10500/4890.
Full textAbstract:
For several years specialists in reading have debated on how pupils should learn to read. The
debate has focused on two methods of teaching reading, that is, the phonic method and the
whole language method. Some researchers have identified five elements of reading
instruction that are critical to achievement in reading, namely; that reading instruction should
include phonics, phonemic awareness, reading fluency, vocabulary and comprehension.
These are the components that make up what is termed a balanced literacy approach.
Although there is some debate on what constitutes the balanced literacy approach, this study
adopted the understanding of the approach described above. The study investigated whether
the use of the balanced literacy approach could improve standard four pupils’ achievement in
reading and writing in English. The targeted population consisted of twelve schools located
in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the
experimental group were trained twice on balanced literacy approaches, first before the
intervention and midway of the intervention.
Observational measures revealed that teachers generally implemented the treatment. The
post intervention data indicated that pupils responded very well to the activities that were
presented to them. The reading and writing achievement of pupils that were present for the
post-test increased more than those of the control group.
The results obtained suggest that the balanced literacy approach improved the reading and
writing achievement of standard four pupils in the experimental group.English Studies
D. Litt. et Phil. (English)
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Brossard, Stéphanie. "Relations entre lecture et vocabulaire chez des élèves ayant un trouble développemental du langage de 8 à 11 ans." Thèse, 2019. http://hdl.handle.net/1866/22832.
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